The are three main implications that
are suggested by this study that will be discussed below. Before brief discussions on these implications, the following needs to be addressed. In reference to the implications, there are many pertinent areas to which
each of these implications might be applied, such as:
- applications of Web-based computer conferencing to educational scenarios
- all aspects of online distance learning courses: instructional design, course development, facilitation, and evaluation;
- integration of constructivist learning principles into computer-mediated-communication (CMC) areas, as mentioned above (whether full-time courses or components in a variety of educational situations); and,
- commercial development of online educational courseware.
The following three implications are conjecture by this researcher as to what significant lessons and conclusions can be drawn from this study. These insights will be briefly discussed.
1. The
first implication: Students at a distance appear to need particular elements for an effective and successful online educational experience. In particular, the students in Web-based educational environments, engaged in
online interaction, have specific needs. If these are met, the chances of success may be increased. It is concluded that these needs are as follows:
- "Places" specially set aside for specific activities;
- Communication with three purposes: personal, social, and professional;
- Good support structure to help in overcoming technical problems; and,
- Particular facilitative aspects that stimulate interaction and keep it focused.
It seems that students need special "places" for specific activities. For example, they need to be social and to have a specific "place" for socializing online. It would seem beneficial to have a separate
place for this – not just an "item" in a list, but an actual separate webpage (with its own list of "items") that has appropriate metaphor(s) and graphics to create a sense of a social place to "hang out" with
classmates. The same goes for a place for reflection, and a place to get technical help. Extending this implication one step further, the instructional design might as well include a metaphorical and virtual space for
the academics and the separate small group activities, too. As well, maybe a virtual library that stores resources that the students find and share, as well as some installed by the instructor.
This
implication is mostly for instructional design issues, and recognizes that the students in this study responded well to having special "places" set aside for specific activity. This implies that the students need the
concept of "place" even though it is virtual.
Another aspect of student needs is concerned with the "roles" in which they communicated online. They need to be able to speak about personal issues,
social issues, and of course, professional issues (concerning their "field"). If during instructional design this need can be addressed, also, the students would benefit as they have a lot to say under all three areas.
Overcoming technical problems is the third need. Online educational experiences are based on advanced technology, and must take into account the problems that this causes students. A support network within the
course is a good idea, as students and instructor will come to the aid of student. Also, links to places (on the Website or outside) that can help would be beneficial.
The fourth aspect that the students need is
a set of instructional and environmental facets that keeps the students' dialogue and their attention focused, and stimulates interaction. The findings of this study imply that a structured syllabus and time schedule,
as well as specific purposes for specific "items," really helps keep things on track. The students' stimulation to interact may be more (or at least equally) influenced by the purpose of the item (i.e., social,
academic, reflective, and so on), than by a guideline for time or for a grade.
2. The second implication: The online environment may facilitate this phenomenon: "thinking as interaction." Much of the
online interaction had the characteristics of thinking aloud. The students/classmates wrote their thoughts to each other and their audience is at a distance. This changes typical peer interaction. This interaction
conveyed online electronically is a phenomenon that has implications for stimulating in students a large amount of productive thinking, such as: reflection, metacognition, and the articulation of ideas, opinions,
philosophy, and such. As well, the constructivist notion of "negotiation" is capable of thriving in this kind of environment.
It may be that the interaction is an electronically captured version of student
thinking. This idea holds great possibilities for many educational situations. If a goal of an instructional experience is to increase and improve thinking, then we may have a tool that not only effectively stimulates
it, but also preserves it for our evaluation and scrutiny.
3. The third implication: Web-based computer conferencing seems to support a constructivist learning environment. This third area of implications
is about integrating advanced distance learning technology and constructivist learning principles. In general, the promise of a merger between constructivism and technology-mediated instruction has far-reaching benefits
for many educational situations, from the K-12 arena, to higher education, to commercial training scenarios. Further implications that can be spawned from this are far too much for this section to include.
The use of Web-based computer conferencing in higher education courses may be very advantageous the student. It appears that this technology has the capacity to support a constructivist learning environment and to
facilitate high levels of peer interaction. For adult students this has great potential in that they seem to operate well online as a community of learners and a community of practitioners.
